Relevant bibliographies by topics / Enrichment programs

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Enrichment programs'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Enrichment programs"

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Soboloff, Hyman R. "DEVELOPMENTAL ENRICHMENT PROGRAMS." Developmental Medicine & Child Neurology 21, no. 4 (November 12, 2008): 423–24. http://dx.doi.org/10.1111/j.1469-8749.1979.tb01644.x.

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Zimpfer, David G. "Marriage enrichment programs: A review." Journal for Specialists in Group Work 13, no. 1 (March 1988): 44–53. http://dx.doi.org/10.1080/01933928808411774.

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Honig, Alice Sterling. "Evaluation of Early Childhood Enrichment Programs∗." Early Child Development and Care 120, no. 1 (January 1996): 29–37. http://dx.doi.org/10.1080/0300443961200103.

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Schwizer, Viviane. "A Rich Offering of Enrichment Programs." European Education 26, no. 3 (October 1994): 64–65. http://dx.doi.org/10.2753/eue1056-4934260364.

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Hennon, Charles B., Luciano L'Abate, and Steven E. Weinstein. "Structured Enrichment Programs: For Couples and Families." Family Relations 40, no. 4 (October 1991): 472. http://dx.doi.org/10.2307/584906.

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Usman, Asna, Waqar Akbar, Mehren Mansoor, Naila Imran, and Saba Khan. "Work-Life Programs and Employment Continuity in a Single Organization: Understanding from Whole-Life Approach to Career Development." Makara Human Behavior Studies in Asia 25, no. 1 (July 31, 2021): 32–44. http://dx.doi.org/10.7454/hubs.asia.1091220.

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This study examines the effect of work-life programs on employment continuity with a mediating role of work-family enrichment in a single organization using a work-family enrichment model. Consistent with the leader–member exchange theory, this study also examines the moderating role of family-supportive supervisor behavior between work-life programs and work-family enrichment. Data was collected from 218 employees working in the financial sector of Pakistan. Using partial least square structural equation modeling, the study findings suggest that work-life programs have no direct effect on employment continuity; however, the results show an indirect effect of work-life programs on employment continuity through the mediating role of work-family enrichment. Although family-supportive supervisor behavior has a significant impact on work-family enrichment, the findings show that it does not moderate the relationship between work-life programs and work-family enrichment. This study indicates to organizations the various work and nonwork factors that an employee considers while making career decisions, thus encouraging organizations to engage in whole-life approach to career development to retain valuable employees.
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Laméris, Daan W., Jonas Verspeek, Arno Depoortere, Lise Plessers, and Marina Salas. "Effects of Enclosure and Environmental Enrichment on the Behaviour of Ring-Tailed Lemurs (Lemur catta)." Journal of Zoological and Botanical Gardens 2, no. 2 (April 1, 2021): 164–73. http://dx.doi.org/10.3390/jzbg2020012.

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Environmental enrichment is widely used to improve the quality of life of animals under human care. To successfully implement enrichment programs, it is important to evaluate their effect in different enclosure types since housing conditions may change depending on external factors, such as husbandry, management, or seasonal variation. This study investigates how ring-tailed lemur (Lemur catta) behaviour changes with the availability of enrichment items and the type of enclosure the animals are housed in. Through observations, we compared the behaviour of the lemurs in an indoor and outdoor enclosure, both without and with enrichment items. Although we observed enrichment effects, we found that enclosure type had a bigger effect on the lemurs’ behaviour. Additionally, behavioural changes induced by enrichment items differed between indoor and outdoor enclosures. These results indicate that the effectiveness of enrichment items may depend on the enclosure in which they are provided and consequently suggest that the impact of these programs should not be generalised over enclosure types. This highlights that the evaluation of environmental enrichment programs remains important when optimising zoo animal welfare.
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Barret, Robert L., M. H. Hoopes, B. L. Fisher, and S. H. Barlow. "Structured Family Facilitation Programs: Enrichment, Education, and Treatment." Family Relations 34, no. 2 (April 1985): 298. http://dx.doi.org/10.2307/583914.

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Hennon, Charles B., Luciano L'Abate, and Linda Young. "Casebook: Structured Enrichment Programs for Couples and Families." Family Relations 40, no. 4 (October 1991): 473. http://dx.doi.org/10.2307/584907.

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Jakubowski, Scott F., Eric P. Milne, Heidi Brunner, and Richard B. Miller. "A review of empirically supported marital enrichment programs*." Family Relations 53, no. 5 (October 2004): 528–36. http://dx.doi.org/10.1111/j.0197-6664.2004.00062.x.

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Dissertations / Theses on the topic "Enrichment programs"

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Camps, Lisette Teresa. "Effectiveness of the teaching enrichment activities to minorities (TEAM) program at increasing underrepresented students in gifted programs." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/1990.

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This study examined the effectiveness of the TEAM (Teaching Enrichment Activities to Minorities) program in preparing and identifying underrepresented students for entrance into the gifted program. Miami-Dade County Public Schools (M-DCPS) developed the TEAM program as an intervention program aimed at developing student's thinking skills and critical thinking skills in all subject areas and prepare students for possible placement into the gifted program. A systematic sampling strategy was utilized to select three TEAM schools from each of the six regions in M-DCPS for the sample, for a total of 18 schools. A pool of the students that participated in the TEAM program in 2003-2004 in the 18 schools selected were identified as the TEAM Sample students. A matching sample was created from 18 public schools in Miami-Dade County that did not implement the TEAM program in 2003-2004. The Matching Sample created a match for 806 students in the TEAM sample, for a total of 1612 subjects for the study.
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Ng, Fung. "Reader-response approach an enrichment of the extensive reading programme in a Hong Kong secondary school /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B42554512.

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吳鳳 and Fung Ng. "Reader-response approach: an enrichment of the extensive reading programme in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42554512.

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Ostrander, Lisette. "Integrating Social and Emotional Competencies into Instructional Activities in a Summer Enrichment Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2167.

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Educators involved in the teaching, learning, and assessment of social and emotional learning (SEL) competencies face challenges on how to integrate these competencies into instruction. Limited research has been conducted about how to integrate such SEL competencies into instructional practices, particularly in the context of a summer enrichment program. The purpose of this single case study was to explore how teachers and counselors at a summer enrichment program for preK-4 students integrated SEL competencies into instructional activities. The conceptual framework was based on core competencies and standards for quality program design that the Collaborative for Academic, Social, and Emotional Learning (CASEL) developed. Participants included 2 teachers and 2 camp counselors at a summer enrichment program located in a western state. Data were collected from individual interviews with participants, observations of activities that integrated these SEL competencies into instruction, and documents related to the summer program. Data analysis included coding and categorizing of interviews and observations and content analysis of documents to identify themes and discrepant data. Key findings were that the 5 core competencies were intentionally and systematically integrated into the instructional activities of the summer enrichment program as evidenced by program planning, curricular development, implementation of a variety of instructional strategies, and informal teacher and parent assessments. This study contributes to positive social change because students who have mastered these competencies may demonstrate fewer behavioral issues and form more positive interpersonal relationships, which may lead to improved academic achievement.
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Klein, Jayne A. "Swimming Against the Tide: A Study of a Youth Enrichment Program Seeking to Empower Inner-City Black Youth." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/488.

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Serious inequities in our K-12 public education system, particularly in regard to the quality of education in predominately Black inner-city schools, are well-documented in the literature (Freeman, 1998; Ross, 1998). Moreover, there is general agreement that the most effective means of ameliorating that situation is through well-thought-out after-school programs and partnership initiatives (Beck, 1993; Gardner et al., 2001). The purpose of this qualitative study was to examine the programmatic interventions of a youth enrichment program for inner-city Black youth currently in place at the Overtown Youth Center (OYC) in Miami, Florida, in order to: (a) discern those factors that support its claim that it is making a difference in students’ lives, (b) explore how any such factors are implemented, and (c) determine whether its interventions have served to equalize the playing field for these youth. Two primary methods of data collection were used for this study. The first was participant observation conducted over the course of two years through a partnership initiative established and led by this author. The second was through in-depth interviews of the Center’s founder, staff, and students. Secondary methods used were the recording of informal conversations and the analysis of written documents. Analysis of the data yielded four features of the Center that are indispensible to the students’ growth. The center provides the youth with (a) physical and psychological safety, (b) supportive relationships, (c) exposure to cultural and educational opportunities, and (d) assistance in building self-esteem. The most significant finding of the study was that OYC has been successful at making a difference in students’ lives and at increasing their aspirations to attend college. By addressing the full spectrum of their needs, the Center has given them many of the necessary tools with which to compete and thereby helped equalize their opportunities to succeed in school and in life. The study also noted a number of challenges for the Center to examine. The main issues that need to be addressed more seriously are staff turnover, staff indifference, nepotism, inconsistent student attendance, and insufficient focus on racial issues and African-American-centered education. Meeting those challenges would engender even greater positive outcomes.
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Williams, E. Marion, and n/a. "An evaluation of the worth of a partial withdrawal enrichment program for gifted children based on Maker's curriculum principles." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061110.133018.

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As a means of addressing observed inadequacies in school curricula, the Catholic Special Education and Guidance Service, Brisbane Catholic Education Office in 1980 established a partial withdrawal centre for counsellor-selected gifted children. The Learning Enrichment Centre (L.E.C.) aimed to - 1) meet the needs of enrolled gifted students by - a) providing appropriate learning experiences; and b) providing an administrative arrangement (partial withdrawal) which afforded them the opportunity to interact with like minds; 2) meet the needs of the system by - a) developing and evaluating units of work for gifted students; b) conducting workshops, seminars and in-service days for teachers. In 1984 the L.E.C. curriculum was designed and implemented in accordance with Maker's model of curriculum modification for gifted students (Maker, 1982). This model outlines a set of principles which Maker claims, recognize the characteristics and needs of gifted students and guide the development of a qualitatively different curriculum. In making decisions about design and implementation of Maker's curriculum modifications, factors related to the setting, the teachers and the students were considered. The overall purpose of the Study was to assist teachers in making rational decisions about future L.E.C. provision. In particular the Study was to collect information on the worth of the program - its relative strengths and weaknesses - and the influence on the curriculum of the administrative arrangement. The program was evaluated by ascertaining levels of satisfaction typically expressed by the students. Of secondary concern was whether the organisational arrangement of partial withdrawal had inhibited or enhanced the program's intentions. It was acknowledged that unfavourable attitudes of parents, classroom teachers or peers could conceivably alter students' receptivity of the program. In Term 4, two parallel questionnaires, one addressing the L.E.C., the other the regular classroom, were administered to the students. By comparing responses on matching items, levels of satisfaction with the L.E.C. curriculum were determined. Selected items on the L.E.C. instrument were further to reveal how students felt about the administrative provision and whether classroom teachers and peers were perceived to be supportive. Subsequent to program completion, a questionnaire was mailed to parents bo ascertain their support for the program by asking them how their child's emotional behaviour had changed as a result of LEC attendance. Also they were to indicate whether they preferred that enrichment occur in the regular classroom or partial withdrawal setting. To confirm the students' impressions of classroom teacher support and interest, parents were requested to comment on their understanding of it. Student responses indicated that they found their LEC experiences to be particularly interesting and enjoyable, and the LEC teachers to be kind, helpful, friendly and fair. These perceptions differed significantly from their perceptions of school. Elements of the Maker model which were consistently most valued by the group were the Process modifications, 'Freedom of Choice' and 'Higher Levels of Thinking'. Parents proved to be supportive of the LEC program. Although some would have preferred classroom enrichment to partial withdrawal, they felt that schools could not currently provide it. It was the students' viewpoint that interactions with peers and classroom teachers were not adversely affected by their LEC participation. Classroom teachers were seen to be generally supportive and interested - a perception incidentally not shared by parents and LEC teachers. Perceived positive attitudes towards their LEC involvement most likely enhanced student satisfaction with the program. The evaluation unequivocally indicated that the LEC program based on Maker's model appealed to the students. Though withdrawal from class possibly contributed to program satisfaction, the level of satisfaction was very high and could not be attributed solely to hidden curriculum efects (the organisational arrangement). The Study concluded that use of the Maker model as a guide for developing LEC curricula should continue but that parent and classroom teacher attitudes towards the administrative arrangement should be regularly monitored as they appeared to have the potential to enhance or reduce students' receptivity of the program. As a result of Study, various procedures for the conduct of future evaluations were recommended.
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Vogt, Deborah Ann. "Effectiveness of "building a better me" after-school enrichment program for the enhancement of communication skills." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1165867093.

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Cobb, Nell B. Wheeler Pamela H. Lian Ming-Gon John. "The Chicago algebra project a historical organizational case study /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521330.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 5, 2006. Dissertation Committee: Pamela H. Wheeler, Ming-Gon John Lian (co-chairs), Carol A. Thornton, Kenneth H. Strand, Maribeth N. Lartz. Includes bibliographical references (leaves 116-127) and abstract. Also available in print.
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Soriano, Jiménez Ana Isabel. "Indicadores del bienestar animal y programas de enriquecimiento en especies de mamíferos en cautividad. / Animal welfare indicators and environmental enrichment programs in species of wild mammals in captivity." Doctoral thesis, Universitat de Barcelona, 2013. http://hdl.handle.net/10803/107953.

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En la actualidad, los cuatro objetivos de los zoos modernos son la educación, la investigación, la conservación y el ocio. Esta tesis se centró en la evaluación de algunos indicadores de bienestar animal en cuatro especies de mamíferos en condiciones de cautividad (el patrón de actividad diario, la ocurrencia de conductas aberrantes, el uso del espacio y las interacciones sociales). Los principales resultados obtenidos en este estudio pueden resumirse en: 1) Las conductas aberrantes en dos hembras de oso pardo (Ursus arctos) en cautividad mostraron variaciones estacionales al igual que lo observado en las conductas típicas de la especie en condiciones de libertad; 2) En el oso pardo (U. arctos) la presencia de público provocó un aumento en la ocurrencia de estereotipias y un uso del espacio más homogéneo, mientras que en el oso panda gigante (Ailuropoda melanoleuca) no se observaron estereotipias ni una influencia del público en el uso del espacio; 3) La seminaturalización de la instalación de dos individuos de oso pardo (U. arctos), un macho y una hembra, provocó que únicamente el macho alcanzara un nivel de actividad similar al observado en sus conspecíficos en libertad para la misma época del año (verano), haciendo un uso más homogéneo del espacio disponible. Los dos ejemplares de oso pardo estudiados respondieron de forma diferente al enriquecimiento estructural; 4) El estudio de la eficacia de un programa de enriquecimiento alimentario, sensorial y ocupacional en tres individuos de oso pardo (U. arctos), puso de manifiesto cuatro modelos de evaluación de dichos programas: el modelo de la ganancia, el la habituación, el la continuidad y el de la fluctuación de la eficacia del ítem; 5) La muerte del macho alfa en una manada de lobos ibéricos (Canis lupus signatus) provocó un aumento de las conductas de “vigilancia” y “no visible”, así como un uso del espacio menos homogéneo; 6) Las interacciones maternofiliales en tres madres y tres crías de león marino de California (Zalophus californianus) en cautividad mostraron varias semejanzas con las que presenta la especie los en libertad (los individuos se mantuvieron inactivos durante la mayor parte del tiempo y las crías macho presentaron mayores episodios lúdicos que las hembras). Los factores que influyen en el bienestar de los animales de este estudio deberían tenerse en cuenta para garantizar que las condiciones de cautividad son adecuadas para los animales. Estos factores son las condiciones sociales de la especie, el tamaño y el diseño idóneo de la instalación, los requerimientos climatológicos de la especie, la composición de la dieta, la estimulación física y/o psicológica, la influencia del público y los cuidados veterinarios. La clave para garantizar el bienestar de los animales radica en estudiar minuciosamente las necesidades físicas y psicológicas de los mismos a través del conocimiento tanto de la historia natural de las especies como de los trabajos realizados en otros zoos.
At present, the four objectives of modern zoos are conservation, education, research and entertainment. This thesis investigates animal welfare indicators in four species of mammals in captivity: activity patterns, aberrant behaviors, space use and social interactions. Different aspects were studied in this work: 1) Seasonal variations in the daily aberrant behavior of two female brown bears (Ursus arctos) in captivity, concluding that the seasonal variation was the same as their wild counterparts; 2) Comparing the influence of visitors on the behavior and space use of brown bears (U. arctos) and giant pandas (Ailuropoda melanoleuca) in the presence of the public; the brown bears showed higher percentages of stereotypes and a more homogeneous use of space; 3) Introducing a semi-naturalistic exhibit for two brown bears (U. arctos), concluding that the percentage of summer activity observed in the male was very similar to that of wild counterparts and the use of space was more homogeneous. The 2 individuals responded in different ways to the structural enrichment; 4) Environmental enrichment evaluation study in three brown bears (U. arctos) determined the four models of environmental enrichment efficacy: increase, habituation, continuity and fluctuation of device enrichment; 5) The death of the alpha male in an Iberian wolf pack (Canis lupus signatus) showed an increase of vigilance and not visible behaviors and the use of space was less homogeneous; 6) Mother-pup relationship in three captive California sea-lions (Zalophus californianus) determined some similarities with wild counterparts: the inactivity was most behavior time inverted and the male pups showed more play episodes than the females. The factors that influence animal well-being in this study must be accounted for in their captivity conditions. These factors were species social conditions, size and design of enclosures, climatological necessities of species, diet composition, mental and physical stimulation and veterinary attention. The key to animal well-being involves the detailed study of physical and psychological necessities through the knowledge of species natural history and the discoveries of other zoos.
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Agunbiade, Esther Arinola. "Exploring the influence of learners’ participation in an after-school science enrichment programme on their disposition towards science: a case study of Khanya Maths and Science Club." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/334.

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The ongoing advancement of science and technology is creating an increasing need for more entrants into science oriented careers. However, numerous studies have fueled growing concerns regarding the poor achievement of learners in science. Over the years, science education researchers have emphasized the importance of the affective domain of learning as a central component of strategies used to address learners’ lack of interest and poor achievement in science. In the literature, the affective domain is characterized by constructs such as disposition, attitude, interest, and motivation. Studies showing a correlation between the affective domain and academic achievement suggest that nurturing a positive disposition towards science is an antecedent to learners’ improved science achievement and entering science fields. This study focuses on the ‘disposition’ aspect of the affective domain, and follows in the path of earlier studies which use the term interchangeably with ‘attitude’. Learners’ experiences in a particular science education environment influence the development of a positive or negative disposition towards science. However, there is a need to explore the factors in the learning environments which influence learners’ disposition towards science. Previous studies have shown that the informal science environment may influence learners’ disposition towards science. One example of an informal science environment is the Khanya Maths and Science Club, which is an after-school science and mathematics enrichment programme in Grahamstown, South Africa. This study explores the influence of learners’ participation in an informal science education environment on their dispositions towards science, using the case of the Khanya Maths and Science Club. This study views disposition through the constructivist-developmental lens. The community of practice elements from situated learning theory is drawn on to explore how learners’ disposition can be influenced by their interactions in the context of the Khanya Maths and Science Club. The pragmatic paradigm is adopted, which considers how well the research tools work to provide answers to the research questions. This thus, provides an avenue for exploring how learners’ disposition towards science is influenced and what factors influenced their shift in disposition through their participation in the club. A mixed-methods approach is employed when focusing on the affective domain sub-constructs of: enjoyment of science, interest in science and perception of science. These are sub-scales in the test of science related attitude (TOSRA) questionnaire which was adapted for use in measuring learners’ attitude before and after 16 weeks of participating in the science club. The particular mixed-methods approach selected can be summarized as quan QUAL since the method is primarily qualitative, but sequential with the quantitative phase preceding the qualitative phase. The TOSRA questionnaire was used as the quantitative data collection instrument while semi-structured interviews and learners’ journal entries were the qualitative data collection instruments. The results revealed significant shifts in learners’ perception of, interest in science and enjoyment of science though interest in science and enjoyment of science shifted appreciably in a positive direction more than the perception of science. It was also found that learners’ attitude towards science was influenced by; instructional characteristics, facilitators/environmental characteristics, learners making connection between science and everyday life and learners’ perceived difficulty of science. These factors variably influenced their attitude towards science in the club, corroborating what had been found in similar studies. This study corroborates what the literature offers for achieving effective outcomes in Afterschool science enrichment programmes. It contributes to the growing body of literature on features for quality outcomes in Afterschool science enrichment programmes. This study also makes a theoretical contribution to science education research particularly with regard to how the emergence of a community of practice framework in the club activities provide useful information for planning club activities and the analysis of learners’ evolving disposition towards science. Key words: Khanya Maths and Science Club, disposition, attitude, after-school enrichment programmes, constructivist-developmental approach, situated learning theory, community of practice, Test of Science Related Attitude (TOSRA).
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Books on the topic "Enrichment programs"

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Freeman, Sara. Enrichment activities. Edited by Crutcher Kaori and Frank Schaffer Publications. Torrance, CA: Frank Schaffer Pub., 1994.

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1957-, Weinstein Steven E., ed. Structured enrichment programs for couples and families. New York: Brunner/Mazel, 1987.

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Baron, Janis R. Fulfilling the promise: Enrichment strategies for the regular classroom. Quincy, Mass: Massachusetts Dept. of Education, Office for Gifted and Talented, 1988.

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Ron, Schukar, ed. Getting involved: Enrichment projects and activities for United States history. Menlo Park, Calif: Addison-Wesley, 1993.

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Lewis, Price Carol, ed. Science & math enrichment activities for the primary grades. West Nyack, N.Y: Center for Applied Research in Education, 1987.

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Bouie, Anne. After-school success: Academic enrichment strategies with urban youth. New York: Teachers College Press, 2007.

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1960-, Marino Nancy Robinson, ed. The Persona book: Curriculum-based enrichment for educators. Englewood, Colo: Teacher Ideas Press, 1997.

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Leonard, Phyllis B. CUES: Choose, use, enjoy, share : a model for educational enrichment through the school library media center. 2nd ed. Englewood, Colo: Libraries Unlimited, 1998.

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Marsolais, Arthur. Le curriculum et les exigences de qualité de l'éducation. [Québec: Direction des communications du Conseil supérieur de l'éducation, 1987.

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M, Reis Sally, ed. Enriching curriculum for all students. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2008.

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Book chapters on the topic "Enrichment programs"

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Mokoena, Mosebetsi, and Dipane Hlalele. "Thriving School Enrichment Programs for Rural South African Schools." In Rural Education Across the World, 129–46. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6116-4_7.

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Roberts, Amelia C., and Chiquitia Welch. "Incarcerated Female Teens and Substance Abuse: The Holistic Enrichment for At-Risk Teens (Heart) Program." In Handbook of Prevention and Intervention Programs for Adolescent Girls, 270–303. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269848.ch9.

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Renzulli, Joseph S., Marcia Gentry, and Sally M. Reis. "Staff Development and Program Evaluation." In Enrichment Clusters, 85–149. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234999-5.

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Renzulli, Joseph S., Marcia Gentry, and Sally M. Reis. "Research Underlying the Enrichment Cluster Program." In Enrichment Clusters, 151–62. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234999-6.

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Renzulli, Joseph S., Marcia Gentry, and Sally M. Reis. "Seven Steps to Implementing An Enrichment Cluster Program." In Enrichment Clusters, 37–59. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234999-3.

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Fetterman, Nedra, and Wade Luquet. "Imago Enrichment Program." In Encyclopedia of Couple and Family Therapy, 1–5. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-15877-8_368-1.

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Hannah, Mo Therese, and Rita DeMaria. "Pairs Enrichment Program." In Encyclopedia of Couple and Family Therapy, 1–6. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-15877-8_370-1.

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Knopp, Kayla, Lane Ritchie, Shelby Scott, and Aleja Parsons. "PREP Enrichment Program." In Encyclopedia of Couple and Family Therapy, 1–8. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-15877-8_372-1.

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Fetterman, Nedra, and Wade Luquet. "Imago Enrichment Program." In Encyclopedia of Couple and Family Therapy, 1445–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-49425-8_368.

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Hannah, Mo Therese, and Rita DeMaria. "Pairs Enrichment Program." In Encyclopedia of Couple and Family Therapy, 2099–104. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-49425-8_370.

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Conference papers on the topic "Enrichment programs"

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Ladner, Richard, Karen Alkoby, Jeff Bigham, Stephanie Ludi, Daniela Marghitu, and Andreas Stefik. "Improving the accessibility of computing enrichment programs (abstract only)." In the 43rd ACM technical symposium. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2157136.2157354.

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Patterson, Evan, Ioana Baldini, Aleksandra Mojsilović, and Kush R. Varshney. "Semantic Representation of Data Science Programs." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/858.

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Your computer is continuously executing programs, but does it really understand them? Not in any meaningful sense. That burden falls upon human knowledge workers, who are increasingly asked to write and understand code. They would benefit greatly from intelligent tools that reveal the connections between their code and its subject matter. Towards this prospect, we present an AI system that forms semantic representations of computer programs, using techniques from knowledge representation and program analysis. These representations are created through a novel algorithm for the semantic enrichment of dataflow graphs. We illustrate its workings with examples from the field of data science. The algorithm is undergirded by a new ontology language for modeling computer programs and a new ontology about data science, written in this language.
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Hirsch, Linda S., Suzanne Berliner Heyman, Rosa Cano, John Carpinelli, Howard Kimmel, and Steven Romero. "A comparison of single and mixed gender engineering enrichment programs for elementary students." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6685044.

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Stokes, Mellisha, Aradhna Tripati, Jessica Collett, and Krystle Cobian. "TESTING THE EFFECTIVENESS OF ENRICHMENT PROGRAMS ON UNDERREPRESENTED MINORITY SCIENTISTS IN THE GEOSCIENCES." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-325062.

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Eldin Abdelhamid Ayoub, Alaa. "Assessment Value-added Of The Summer Enrichment Programs On The Performance Of Gifted Students At The Primary Stage." In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2014. http://dx.doi.org/10.5339/qfarc.2014.sspp0253.

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Baker, Ruslana, Malek Shami, Nazrul I. Khandaker, and Stanley Schleifer. "THE MULTIDISCIPLINARY ENRICHMENT OF UNDERGRADUATE ENVIRONMENTAL GEOLOGY STUDENTS FROM INTERNATIONAL SUMMER PROGRAMS: CASE STUDY (SUMMER 2019) 3MUGIS, RUSSIA." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-355050.

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Schutt, Stephen M., and Norman P. Jacob. "The Nuclear Fuel Services, Inc. Program to Support Disposition of Enriched Uranium-Bearing Materials." In The 11th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2007. http://dx.doi.org/10.1115/icem2007-7256.

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The disposition of surplus nuclear materials has become one of the most pressing issues of our time [1, 2]. Numerous agencies have invoked programs with the purpose of removing such materials from various international venues and dispositioning these materials in a manner that achieves non-proliferability. This paper describes the Nuclear Fuel Services, Inc (NFS) Nuclear Material Disposition Program, which to date has focused on a variety of Special Nuclear Material (SNM), in particular uranium of various enrichments. The major components of this program are discussed, with emphasis on recycle and return of material to the nuclear fuel cycle.
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Kalinec-Craig, Crystal, and Emily P. Bonner. "SEE math (support and enrichment experiences in mathematics) program." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-276.

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Zhang, Tao, Jiachi Chen, He Jiang, Xiapu Luo, and Xin Xia. "Bug Report Enrichment with Application of Automated Fixer Recommendation." In 2017 IEEE/ACM 25th International Conference on Program Comprehension (ICPC). IEEE, 2017. http://dx.doi.org/10.1109/icpc.2017.28.

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Wu, Zedong, and Tariq Alkhalifah. "Full waveform inversion based on scattering angle enrichment with application to real dataset." In SEG Technical Program Expanded Abstracts 2015. Society of Exploration Geophysicists, 2015. http://dx.doi.org/10.1190/segam2015-5922173.1.

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Reports on the topic "Enrichment programs"

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Laughter, Mark D. Profile of World Uranium Enrichment Programs-2009. Office of Scientific and Technical Information (OSTI), April 2009. http://dx.doi.org/10.2172/952221.

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Laughter, Mark D. Profile of World Uranium Enrichment Programs - 2007. Office of Scientific and Technical Information (OSTI), November 2007. http://dx.doi.org/10.2172/932144.

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Tetzlaff, Sasha, Jinelle Sperry, Bruce Kingsburg, and Brett DeGregorio. Captive-rearing duration may be more important than environmental enrichment for enhancing turtle head-starting success. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/41800.

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Raising captive animals past critical mortality stages for eventual release (head-starting) is a common conservation tactic. Counterintuitively, post-release survival can be low. Post-release behavior affecting survival could be influenced by captive-rearing duration and housing conditions. Practitioners have adopted environmental enrichment to promote natural behaviors during head-starting such as raising animals in naturalistic enclosures. Using 32 captive-born turtles (Terrapene carolina), half of which were raised in enriched enclosures, we employed a factorial design to explore how enrichment and rearing duration affected post-release growth, behavior, and survival. Six turtles in each treatment (enriched or unenriched) were head-started for nine months (cohort one). Ten turtles in each treatment were head-started for 21 months (cohort two). At the conclusion of captive-rearing, turtles in cohort two were overall larger than cohort one, but unenriched turtles were generally larger than enriched turtles within each cohort. Once released, enriched turtles grew faster than unenriched turtles in cohort two, but we otherwise found minimal evidence suggesting enrichment affected post-release survival or behavior. Our findings suggest attaining larger body sizes from longer captive-rearing periods to enable greater movement and alleviate susceptibility to predation (the primary cause of death) could be more effective than environmental enrichment alone in chelonian head-starting programs where substantial predation could hinder success.
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Oji, L. N. Analysis of tank 51H (HTF-51-15-77) subsurface supernatant sample in support of enrichment and corrosion control programs. Office of Scientific and Technical Information (OSTI), August 2015. http://dx.doi.org/10.2172/1214165.

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Oji, L. N. Analysis of tank 51H (HTF-51-15-77) subsurface supernatant sample in support of enrichment and corrosion control programs. Office of Scientific and Technical Information (OSTI), August 2015. http://dx.doi.org/10.2172/1214181.

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Hay, M., C. Coleman, and D. Diprete. ANALYSIS OF TANK 23H (HTF-23-19-23, -24, -25) SAMPLES FOR SUPPORT OF THE ENRICHMENT CONTROL AND CORROSION CONTROL PROGRAMS. Office of Scientific and Technical Information (OSTI), June 2019. http://dx.doi.org/10.2172/1525797.

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Oji, L. N. Analysis of tank 4 (FTF-4-15-22, 23) surface and subsurface supernatant samples in support of enrichment control, corrosion control and evaporator feed qualification programs. Office of Scientific and Technical Information (OSTI), September 2015. http://dx.doi.org/10.2172/1215483.

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Oji, L. N. Analysis of Tank 13H (HTF-13-14-156, 157) Surface and Subsurface Supernatant Samples in Support of Enrichment Control, Corrosion Control and Sodium Aluminosilicate Formation Potential Programs. Office of Scientific and Technical Information (OSTI), February 2015. http://dx.doi.org/10.2172/1171994.

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Martino, C. J. Analysis Of Tank 38H (HTF-38-14-6, 7) And Tank 43H (HTF-43-14-8, 9) Samples For Support Of The Enrichment Control And Corrosion Control Programs. Office of Scientific and Technical Information (OSTI), February 2014. http://dx.doi.org/10.2172/1122184.

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Hay, M., C. Coleman, and D. Diprete. Analysis of Tank 38H (HTF-38-17-52, -53) and Tank 43H (HTF-43-17-54, -55) Samples for Support of the Enrichment Control and Corrosion Control Programs. Office of Scientific and Technical Information (OSTI), August 2017. http://dx.doi.org/10.2172/1375190.

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